Examiners Report June PDF Free Download

Examiners Report June 2010 GCE Edexcel Limited. Registered in England and Wales No. 4496750 Registered Office: One90 High Holborn, London WC1V 7BH

ii Edexcel is one of the leading examining and awarding bodies in the UK and throughout the world. We provide a wide range of qualifications including academic, vocational, occupational and specific programmes for employers. Through a network of UK and overseas offices, Edexcel s centres receive the support they need to help them deliver their education and training programmes to learners. For further information, please call our GCE line on 0844 576 0025, our GCSE team on 0844 576 0027, or visit our website at www.edexcel.com. If you have any subject specific questions about the content of this Examiners Report that require the help of a subject specialist, you may find our Ask The Expert email service helpful. Ask The Expert can be accessed online at the following link: http://www.edexcel.com/aboutus/contact-us/ Alternatively, you can speak directly to a subject specialist at Edexcel on our dedicated History telephone line: 0844 576 0034 ResultsPlus is Edexcel s free online tool that offers teachers unrivalled insight into exam performance. You can use this valuable service to see how your students performed according to a range of criteria at cohort, class or individual student level. Question-by-question exam analysis Skills maps linking exam performance back to areas of the specification Downloadable exam papers, mark schemes and examiner reports Comparisons to national performance For more information on ResultsPlus, or to log in, visit www.edexcel.com/resultsplus. To set up your ResultsPlus account, call 0844 576 0024 June 2010 Publications Code US024060 All the material in this publication is copyright Edexcel Ltd 2010

1 6HI01 B General comments - 6HI01 Option A/B/C/D/E/F Once again the current cohort of candidates were generally well prepared, answered two questions without apparently experiencing difficulties with timing, and made a genuine attempt to engage with the question. However, it was noticeable that even well prepared candidates underachieved due to an increase in formulaic answers which did not directly address the specific question asked or show explicit understanding of the key issues. The comments below are intended to encourage both centres and future candidates to improve on past performance. An important issue which was raised by many examiners this year concerns candidate interpretation of the questions set. Many candidates appear to believe that all the questions on the paper require them to consider the importance of a given factor in relation to a number of other factors. It is important that centres impress on future candidates that this is not the case; if it were, it would reduce the examination to a simple formula. The mark scheme requires an essay to present historical explanations and reach a judgement and this is achieved through a variety of different question stems such as to what extent, how accurate, how far, how significant and why. Although the majority of questions require an analysis of relative importance not all of the questions do. Questions requiring the candidate to analyse relative importance are indicated through the use of trigger words such as main reason, key factor, primary reason, due to, responsible for and explain. Questions which do not refer to relative importance require a balanced answer with a counter-argument giving reasons for and against the given statement/factor. Questions which refer to significance or importance can often be addressed using either approach whilst why questions do not require a counterargument (although this is often present in higher Level answers) but an overall judgement of the different reasons put forward. The following examples indicate how some students underperformed by misinterpreting the question set: Question A13: How accurate is it to say that Lambert Simnel and Perkin Warbeck were both serious threats to Henry VII s security? Some saw this as an invitation to deal briefly with the two pretenders before considering other threats to the king s security, including the nobility, the Yorkist rump and the taxation rebellions. Question A14 : How far did Henry VII s financial policies strengthen the power of the monarchy?. Many candidates wrote about other ways in which the monarchy was strengthened. Question D7: How successful were the Five-Year Plans in transforming Russian industry in the years 1928-41? Many dismissed the plans briefly before investigating the role of terror and the purges in transforming industry. Most candidates produced a readable answer with, at the least, some historical knowledge and, at best, a sophisticated analysis. The analytical and evaluative answers at high Level 4 and Level 5 were impressive for their breadth and depth of knowledge, and by their sharp focus on the question. However, a significant number of answers were less directly targeted on the question; these seemed to be answering practice questions, or were a prepared response. As always, there is evidence that candidates were not answering questions on the current paper, but those on the previous one. This often leads to responses which relate well to the focus (Level 4) but not direct focus (Level 5) e.g. in Option E/F Question 5 candidates often referred to Mussolini s rise to power rather than growing support for the Italian Fascist Party. Now that there are ten sample

2 questions for each option (the four examination papers plus the sample questions) centres might consider it appropriate not to use the most recently asked questions in trial examinations. A lack of both general and detailed chronological awareness is a growing concern. The importance of covering the timescale in the question is still a discriminating factor between candidates, and is dealt with in the reports on various questions. Candidates do need to be aware of the importance of key dates in the topics studied and, quite simply, the order in which events took place. A failure to understand why the dates in the question have been used led to a significant number of candidates failing to cover the whole period set, and thus to miss out some key events or developments, or referring to the wrong time period altogether. Perhaps the most significant discriminator between different answers was the range and quality of supporting information. It is impossible for a candidate to frame an analytical response if the evidence offered in that answer is lacking in depth of development or is not directly relevant to the question. The generic mark scheme makes clear that progression through levels depends on the answer displaying two linked qualities; the strength of the explanation or analysis offered, and the range and depth of accurate and relevant material. Examiners are required to reach a judgement on the quality of communication before awarding their final mark; it is an integral part of the mark scheme. Future candidates should be reminded that slang and argot have no place in an AS History answer; that spelling, punctuation and grammar may influence the quality of their argument; that it is worth learning how to spell the historical terms used in the topics studied; and that abbreviations, and the absence of capital letters, should remain in the realm of text messaging. It is also important to use correct terms when referring to people of different races and cultures.

3 Question 1 Most candidates were able to describe some features of corrupt activities which were rife within the pre-reformation Church. Simony, pluralism and nepotism were well known, but most believed that absenteeism applied only to the bishops; in fact, only one in fourteen of German parishes in 1500 had a priest in residence. The poor training of clergy at all levels was not widely mentioned. Many believed that Papal corruption was an entirely separate issue, and there were frequent and detailed descriptions of the sexual immorality of a number of pre-reformation popes, with Alexander VI being a favourite target. More might have been made of the general condition of the Papacy in the early 16th century. Some answers were unusually vague about the selling of indulgences, and of the role of Johannes Tetzel in spurring Luther into action. Many candidates were aware of the reforming influence of the Humanists, notably Erasmus, and that these had provided an intellectual environment which was favourable to change. Some high level answers also noted that the transition from a feudal to a capitalist economic system within Germany only increased resentment against Papal demands and the paying of tithes. It was encouraging to see that some candidates noted that clerical corruption was a long-standing feature of the pre-reformation Church about which few had openly complained, and that it was the coming together of a range of different factors and events that sparked the German Reformation. Some candidates were unsure of where to finish their answer and often overran into the 1520s, whereas others quite sensibly finished their discussion with the 95 Theses.

8 Examiner Comments A clear plan helped in the subsequent structuring of the answer. There is an excellent introduction which refers in detail to Catholic corruption along with a range of other relevant factors. The content of the 95 Theses is discussed, and these are linked effectively to the third session of the Council of Trent. The printing and distribution of the 95 Theses is noted, with an implied link to the growth of anticlericalism in the towns. Finally, the candidate notes that the protection given to Luther by Frederick the Wise allowed the German Reformation to develop and survive. The candidate is here displaying high level thinking, with a sharp focus and substantial supporting evidence; and written communication is fluently made. This is a high Level 5 response.

9 Question 2 Questions 1 and 2 proved to be equally popular with candidates. In a question which dealt with the weaknesses of Luther s opponents, Charles V inevitably loomed large in most candidates discussions. The absence of a strong central government for the whole country was well known, along with the Emperor s attempts to work with rather than against the Princes. Charles infrequent stays in Germany were mentioned, and there was often extensive reference to the Ottoman threats which occupied the Emperor for many years. Less was made of other Imperial problems, whether in the Netherlands, Italy or even Spain itself. Some answers at the highest level noted that the first session of the Council of Trent coincided with Charles determination to take action against the Schmalkaldic League, and its defeat at Mühlberg in 1547. Many answers failed to use the whole time frame in the question, with some stopping as early as 1530 and only a few reaching the Peace of Augsburg in 1555. The role of the princes, individually or collectively, was well known, as were their (often selfish) reasons for supporting Luther. Many were aware that Lutheranism developed a momentum of its own, and that the longer it was allowed to continue, the deeper it penetrated into German life. Luther s role in this development was known, especially through his printed works and sermons, but few noted that his death in 1546 was in the end unimportant for the survival and spread of Lutheranism.

14 Examiner Comments The introduction is not a strong one, and could have focused on the given factor as well as pointing out other relevant matters. There is some secure development on Charles V, with the answer noting the limits of his power within Germany as well as the distraction provided by the Ottoman threat. References to the weakness of the Papacy and the corruption of the Church are either outside the given period or of only limited relevance to the question: these points properly belong in an answer to Question 1. Charles victory against the Schmalkaldic League and the Peace of Augsburg are relevant but undeveloped points. The answer comes back into sharper focus when considering Luther s own role, and the conclusion is more extensive and focused than the introduction. The answer does have some flaws, notably the inclusion of irrelevant material in the body of the answer. However, it is attempting to answer the question and to analyse a number of reasons for the spread and survival of Lutheranism; and it is supported with secure material which is broadly accurate. Thus a Level 4 award was appropriate. Examiner Tip There is a broad timescale here, and it is important to cover as much of the chronology as you can. Effective planning is thus essential.

15 Question 3 There were many very good or excellent answers to Question 3. Most analysed the extent and the nature of the challenge which Protestantism posed to the Catholic Church, and the range of responses which were undertaken. Almost inevitably, most answers focused on the Council of Trent, though some did so to the exclusion of any other factors. The Council s three sessions were described and assessed, and most candidates gave more weight to the doctrinal decisions than the disciplinary procedures introduced for the clergy. Much was made of the papal approval given to the Jesuits, though few went back to the founding of the earlier orders such as the Ursulines and the Oratory of Divine Love. Few candidates discussed the reforms of the Farnese and Carafa papacies. The creation of the Consilium was often mentioned, though its remit and recommendations were less well known. A handful of very thoughtful answers suggested that Catholicism had made little effective progress against Protestantism by 1563. However, Trent and the Papacy had prepared the ground for an effective challenge to its enemies; the Counter Reformation.

19 Question 4 The majority Examiner of candidates Comments for Option B2 preferred Question 3 rather than Question 4. Some answers were unable to identify ify traditional iona Catholic influences, though most focused on the papacy The answer of Paul considers IV and a the number Jesuits. of ways Carafa s in which deeply the Catholic conservative Church outlook responded was to discussed, the threat along of with his Protestantism role in promoting the years the Inquisition to 1563. The and answer the Index divides of clearly Forbidden into two Books. parts. Few In the noted first that section he the was 79 years candidate old on notes his election, the development and was of thus militant unlikely opposition to change to the his growing rigidly Protestant unbending heresy devotion through to the ancient formation traditions of the Jesuits of the and Church. Carafa s Most creation candidates of the Inquisition had plenty and to the write Index on of the Prohibited Jesuits, but Books. it should The be other noted Catholic that their response missionary examined activity through outside Paul III s Europe, policies, notably in particular Francis the Xavier s Consilium work and within the calling the of Asian the Council Portuguese of Trent. Empire, Trent s is decisions not directly are described, relevant though to the not European in great Counter depth of Reformation. development. The In question considering is answered other relevant in analytical factors way, candidates with a reasonable referred level to the of supportive supporting detail, role of though rulers this and is not evenly done throughout the answer. Consideration might have been given to early attempts at reform as princes, and to the changing nature of Protestantism itself. By the 1560s Protestantism was shown by the growth of several new orders for men and women. The answer was awarded a mark in the represented by the followers of Luther, Calvin and Zwingli, and to a lesser extent by Anglicanism. middle of Level 4. These disparate groups were unable to develop a unified response to the vigorous attack of the Counter Reformation Church. Examiner Tip Although this topic is focused on the years c1540-1600, it is important to be aware of some contextual information before that period, especially the new religious orders and the influence of the Humanists.

20 Question 5 Although no time limit was set for Question 5, most candidates sensibly planned their answers around the years 1559-72. Examiners reported that the quality of responses overall was high. Many decided that it was Philip s inflexible religious policies that were at the heart of his difficulties in dealing with the Dutch, citing in support the Church reforms of 1561, especially the episcopal reforms, and the imposition of the decrees of the Council of Trent after 1563. Others took a broader perspective and felt that the fundamental reason for the outbreak of the revolts was Philip s policy of centralising power in the hands of his regents. This went against Dutch traditions, inflamed the grandees and was at the heart of the opposition which coalesced around William of Orange. The consequences of Alba s rule in the Netherlands were usually explained well, especially the imposition of the Tenth Penny. Many candidates displayed a wide knowledge of the period, and their evaluative analysis of events and personalities took several answers into Level 5.

26 Examiner Comments The answer considers Philip s policies at length and in good detail. The candidate notes the alienation of the grandees with the policy of greater centralisation and the power of the Consulta. The king s religious policies, including the reform of the bishoprics and the intolerant attacks on Calvinism, are examined, and their promotion of confrontation is remarked on. It is suggested that Philip s greatest error, reflected in his policies, was his unwillingness to compromise on his religious or governmental policies. Other relevant factors are addressed, including William of Orange, Philip s personal qualities, and the apparently unstoppable spread of Calvinism. The relative significance of factors is weighed up in the conclusion. There are a few weaker points in the answer; in particular, the role of William of Orange might have been considered in more detail. However, this is a clear attempt to engage with the question and to provide an assessment of the various factors at work which led to the revolts. The quality of communication is effective, and the answer was given a secure Level 5 award. Examiner Tip Make sure that you are aware of the reasons for the outbreak of the different Dutch revolts. They are not all triggered by the same causes.

27 Question 6 It was encouraging to see most candidates cover the whole of the given period in the question and, as with answers to Question 4, provide a wide range of detailed information in support of their analysis. Answers were aware of the distractions which meant that Philip II was unable to devote his full attention to the Netherlands. His campaigns against the Ottoman Turks, Elizabeth I and France were known in detail, though there were only a few who referred to the Moriscos revolt in Spain. Other relevant factors were offered, including the growing weakness of the Spanish economy at a time when the Dutch were thriving, especially in the north, and the implications this had for Spain s ability to provide sufficient troops for the Dutch campaigns. Some comparisons were made between the leadership skills of William of Orange and his son Maurice of Nassau, and the importance of the latter was clearly understood. A few noted the significance of propaganda in furthering the Orange cause, and that the popular anthem Het Wilhelmus exalted the Orange family as the rightful rulers of the Netherlands. Examiner Comments There is plenty of secure analysis here of the changing problems which Spain faced over time in the years to 1609. There is a clear appreciation of the Ottoman threat, and the successes and failures of Parma and his forces. A number of other factors are considered, including the role of William of Orange (Maurice of Nassau could have been mentioned as well), and the longstanding hostility shown by the Dutch towards their ruler and his regents. The use of the Council of Blood by Alva, and the persecution of Dutch Protestants, is examined well. There are some effective comments on the geography of the Netherlands and the extent to which it favoured the Dutch against the Spanish. This is an example of a sustained analysis on the question which is supported by a good range of relevant and well-chosen material. There are one or two slightly weaker passages, but overall a clear evaluation of a range of well-chosen factors. A secure Level 5 response.

32 Question 7 While most candidates were aware of the regional variations in the witchcraze of 1580-1640, many were unable to focus strongly on the given factor of the importance of central government control. A considerable number decided that, since Germany had a very weak central government, the intensity of persecution was considerable throughout the German states. This approach did not take account of the fact that a strong ruling power in the larger states, where the Carolina was usually enforced, meant that persecution was often more slight. Conditions in the largely lawless border regions was mentioned, especially northern Italy and the Franco-Spanish borderlands; and the breakdown of central government in England was cited to explain Hopkins East Anglian persecution during the Civil War. Candidates also considered areas where strong central government militated against major persecutions, with Spain being the favourite example. There were many candidates who considered the given factor in one or two paragraphs before launching into what appeared to be prepared answers on the witchcraze in general; this was also a feature of many answers to Question 8. These made points such as the role of religious and economic change and the stereotypical view of women, but often had little specific detail to underpin the points being made. Higher level answers kept their focus on the question and considered other reasons for the intensity of persecution, notably the role of individuals such as Balthasar Nuss and James VI of Scotland. These answers, as with those for Question 8, often brought in some impressively detailed case studies in support of their argument.

36 Examiner Comments The answer has a focus on witchcraft and the persecutions, but does not address very strongly the given factor of central government control. There is some reference to intense persecution in rural areas, with a village in Navarre as an example, but this point is described rather than explained. James VI and the Berwick trials are more relevant and detailed. Overall, the answer is on the topic rather than directly addressing the question, but there is some understanding of the focus of the question. Material is descriptive but it is lacking in depth overall. The answer was awarded a secure Level 3.

37 Question 8 Many answers decided that the spread of information on witchcraft referred only to printed material. Most referred to the Malleus Maleficarum of 1496, though its influence had waned considerably well before 1580. Better use was made of the Demonolatreiae of 1585, especially the information it provided on the Sabbath. Fewer candidates mentioned other ways in which information on witchcraft was spread. Frequent sermons on the subject were probably more influential that written texts, while many gained an insight into witchcraft through the public reading of charges against the accused. Differentiation was often achieved by the quality of supporting information drawn from candidates course of study. Those who had studied particular cases in depth usually performed better than others who drew on less specific information. Examiner Comments The introduction places the given factor into a broader context. The candidate notes the importance of the educated elite s views on witchcraft, and questions the importance of printed texts such as the Malleus. Instead, some weight is given to the trial processes themselves, when ordinary people became aware of the charges levied against individuals. In considering other factors, the answer highlights the importance of changing legal systems, and the use of torture in many regions to extract confessions and the names of accomplices. The conclusion challenges the terms of the question, and emphasises the importance of changing judicial processes. This is a strong answer which analyses both the given and other factors in some depth before coming to a reasoned conclusion. Supporting information is detailed, and has been well chosen. A secure Level 5 response.

42 Examiner Tip Information on witchcraft came in many different forms. Find out the importance of other printed works as well as the Malleus Maleficarum.

43 Question 9 Most candidates appeared to be well versed in many aspects of Tyrone s rebellion, with many answers focused on the differing leadership given to the rival armies. Tyrone s expert leadership in the years to 1598 was well documented, and the significance of the heavy defeat he inflicted on the English forces at Yellow Ford was understood. In comparison, Essex s tactics and overall strategy were seen as disastrous. The planting of garrisons in the south weakened his main force, making it unfit to carry out any successful campaigns in the north. Many candidates suggested that the appointment of Mountjoy marked the turning point in the rebellion, with his vigorous leadership being the main contributory factor behind Tyrone s defeat in 1602 and his surrender the following year. High level answers went beyond the role of personalities and military campaigns to consider the growing support which Tyrone gathered through the 1590s. Several noted that Yellow Ford was followed by substantial risings against English rule throughout Ireland, which seriously threatened Elizabeth I s control of the island. Examiner Comments The answer refers briefly to Tyrone s leadership of the Irish cause, a point which could have been developed more extensively, and to the long-standing grievances of the Irish people which fuelled the rebellion. The incompetence of Essex s campaign is compared with the more determined actions taken by Mountjoy, and the importance of the Irish victory at Yellow Ford is set against the English success at Kinsale. The failed Spanish intervention at Kinsale is mentioned, though Spain s subsidies to Tyrone were more significant in the long term. There are some interesting reflections on the distractions which Elizabeth I had to deal with at home and abroad. The answer has an analytical focus in places, but there are some passages where narrative predominates. Nonetheless, material offered is detailed and accurate, and there is an attempt to draw conclusions overall. A high Level 4 response.

48 Question 10 There were too few answers to allow for a meaningful report. Question 11 Many answers were focused on the religious factors which led to the outbreak of war. These noted the importance of the Peace of Augsburg, and of the whole Counter Reformation period, in fostering divisions between the European states. Candidates were also aware that the trigger for the outbreak of war was the offer of the Bohemian crown to the Calvinist Elector Frederick, and its implications on the balance of religious power within Germany. Some candidates struggled to get beyond the religious dimension of the conflict and made only limited references to other factors. Better answers were aware of the role of great power politics in causing the war, citing the growing territorial ambitions of France and Denmark, and later of Gustavus Adolphus of Sweden. Others saw the continuing breakdown of Imperial power within Germany as of central importance. The best answers were aware of the significance of militant Roman Catholicism in the outbreak of the war, and showed a good empathetic understanding of the importance of religion in the mid-17th century.

54 Examiner Comments The answer considers two factors at length and in some detail; the religious origins of the war and the ambitions of the participants. Religious differences are explained by the conflict between the Catholic Emperor Ferdinand and the Calvinist Elector Frederick V, which led to other states taking sides based on their religious complexion. The territorial ambitions of the participants are dealt with in depth, notably those of Denmark and Sweden, both of which aimed to challenge the growing Habsburg domination of central Europe. This is an analytical response which was awarded a secure Level 4, but it should be pointed out that the candidate does not always stay within the chronology set by the question. An answer dealing with the outbreak of the war is required, and the entry of France into the conflict in 1635 is therefore not entirely relevant. Examiner Tip The Thirty Years War covers a very complex set of events. You will find it easier to remember the course of events, and their dates, if you plot them on a simple timeline.

55 Question 12 Question 12 was much more popular than Question 11, and attracted candidates who displayed a secure understanding of the chronology of events and the shifting balance of power. Many felt that Ferdinand II was unwise to issue the Edict of Restitution in 1629, which the German princes saw as the start of an attempt to re-establish Imperial power. Many candidates were unsure whether the intervention of Gustavus Adolphus in 1630 was motivated by defensive or offensive considerations, but noted that Swedish involvement extended the war until 1635. French involvement from 1635 not only extended the war considerably, but also broadened its geographical scope to include much of western Europe. An accurate chronology over the twenty year period given in the question differentiated between candidates, with the best framing their answer around the key milestones which shaped the course of the war up to 1648. Question 13 Many answers had a narrow focus, providing a detailed and relevant account of the various acts which made up the Clarendon Code; the limited range of material offered usually limited these answers to Level 3. Better answers concentrated on Clarendon s loyal service to Charles II, with some good contextual references to the years before 1660. His role in the framing of the Declaration of Breda, and his powerful involvement in shaping the Restoration settlement, were both well known. Only a few investigated his difficult relationship with parliament, but preferred to focus on his failures in foreign policy, most notably in the handling of the second Anglo-Dutch War. Those who were able to stand back and make a confident attempt to weigh up his career as a whole accessed Level 5. Question 14 Many candidates who knew and applied their detailed knowledge of the period produced a good analysis of factors. These were able to assess the Popish Plot and the Exclusion Crisis, and noted that the Whigs were driven by anti-catholic feeling but also by a fear that the Restoration monarchy was drifting towards absolutism on the French model. These two factors also informed their assessment of the reign of James II, thus producing a secure analysis which was awarded Level 4 or Level 5. Less successful were answers which could describe a number of events such as the Popish Plot and Monmouth s Rebellion, but which failed to analyse their significance. Some answers, which were inevitably self-limiting, dealt only with the reign of James II. It was surprising to see that many answers failed to make any reference at all to the invitation sent to William of Orange, or to the events of the Glorious Revolution of 1688. Examiner Comments The introduction is not well focused, and is descriptive rather than analytical. The section on fear of Catholicism makes many relevant points, but is broadly descriptive and makes many points without considering their significance. Three other factors are offered, but two of these, the fear of absolutism and the Stuarts belief in Divine Right, are almost identical. The answer is thus attempting to analyse the situation within the given timescale and does consider a number of relevant factors. These qualities point towards Level 4, while the lack of balance in places and some free-standing descriptive material led to a final mark within the mid-level 4 range.

60 In conclusion, as one of the examiners commented in his final report, "Able candidates wrote articulately and coherently and demonstrated a logical mind as well as good linguistic skills. Weaker answers were characterised by poor sentence construction, spelling and poor writing skills, which was a limiting factor in some answers where candidates clearly knew their history but struggled or failed to produce a coherent readable response." Grade Boundaries Grade Max. Mark A B C D E Raw boundary mark 60 40 35 30 25 21 Uniform boundary mark 100 80 70 60 50 40

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